few_shots: Example:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: L

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

Represent and solve equations and inequalities graphically.

Understand solving equations as a process of reasoning and explain the reasoning.

Work with addition and subtraction equations.

Use polynomial identities to solve problems.

Gain familiarity with factors and multiples.

Work with equal groups of objects to gain foundations for multiplication.

Write expressions in equivalent forms to solve problems.

Write and interpret numerical expressions.

Solve equations and inequalities in one variable.

Work with radicals and integer exponents.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Generate and analyze patterns.

Use properties of operations to generate equivalent expressions.

Multiply and divide within 100.

Rewrite rational expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Reason about and solve one-variable equations and inequalities.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand properties of multiplication and the relationship between multiplication and division.

Represent and solve problems involving addition and subtraction.

Perform arithmetic operations on polynomials.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Add and subtract within 20.

Understand the relationship between zeros and factors of polynomials.

Understand the connections between proportional relationships, lines, and linear equations.

Understand and apply properties of operations and the relationship between addition and subtraction.

Analyze patterns and relationships.

Solve systems of equations.

Represent and solve problems involving multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Activity
The purpose of this activity is for students to practice generating equivalent equations. The structure of taking turns and justifying your thinking to your partner supports students to check their work as they go, and the class has a chance to check for equivalence when the total score is recorded.
Students also have to justify, whether formally or informally, why each move keeps the equation equivalent. This will be helpful for students in an associated Algebra 1 lesson when they must determine what moves are acceptable to make to an equation without changing its solution.
Monitor for students who solve the equation first and then work to create new equations with the same answer, and for students who simply create new equivalent equations from the given equation. Monitor for students who add or multiply by the same number on each side of an equation and students who use properties of operations (distributive, commutative, associative).
Launch
Arrange students in groups of 2. Explain to students that they are going to play a cooperative game in which the class tries to come up with as many different equations with the same solutions as they can. You give them an equation, and their job is to come up with other equations with the same solution as the original equation. The partner’s job is to check that the new equation is equivalent to the original by listening to their partner’s reasoning and making sure they agree. Each partner should create their own equations before moving to the next question.
At the end of each round, you will ask them to share the equations they came up with, and keep track of how many different equations the class came up with. Set a goal for the second round of coming up with 4 more equations than the first round, and continue to set meaningful challenge goals with each round.
Calling on previously identified students to share strategies may help the class be more successful.
Display these equations, one at a time:
\(x = 5\)
\(x + 1 = 0\)
\(2(x + 1) = 10\)
\(\frac12x + \frac32 = \frac72\)
Student Facing
Your teacher will display an equation. Take turns with your partner to generate an equivalent equation—an equation with the same solution. Generate as many different equations with the same solution as you can. Keep track of each one you find.
For each change that you make, explain to your partner how you know your new equation is equivalent. Ask your partner if they agree with your thinking.
For each change that your partner makes, listen carefully to their explanation about why their new equation is equivalent. If you disagree, discuss your thinking and work to reach an agreement.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Remind students that today they did a lot of thinking about equivalent equations and moves they could do to equations that wouldn’t change the solution.
Make a semi-permanent display of “moves that won’t change the solutions to equations.” Sort the list by moves that are done to each side, and moves that are done to one side. Use students’ language, adding formal language if that is an emphasis in your school.
Possible list:
Add the same value to both sides.
Subtract the same value from both sides.
Multiply both sides by the same value (but not zero!). Divide both sides by the same value (but not zero!).
Change the order of terms (on one side) being added or multiplied (commutative property).
Change the grouping of terms (on one side) being added or multiplied (associative property).
Distributive property:
\(a(b + c) = ab + ac\)
.


correct_option_index: 33